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SCIENTIFIC INQUIRY
Newton’s Laws of Motion
Teacher’s Guide
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A DIVISION OF
FILMS MEDIA GROUP
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of Newton’s Laws of Motion. The contents in this guide will allow you to prepare your students before using the program and to present follow-up
activities to reinforce the program’s key learning points.
Isaac Newton’s three laws of motion are clearly described, using animation and video to illustrate each law at
work. This video introduction to Newton’s laws combines creative animation with concise narration and a touch
of humor. The program is designed to help viewers develop a basic understanding of each law and how it works
in the real world. A number of key physical science terms are introduced and defined: motion, inertia, friction,
force, mass, acceleration, and resistance. There’s also a brief introduction to Isaac Newton and his contributions
to our understanding of motion.
LEARNING OBJECTIVES
After viewing the program, students will:
● Develop a basic knowledge of the life of Isaac Newton.
● Grasp the importance of Newton’s contributions to our understanding of motion today.
● Identify and use key vocabulary words related to Newton’s three laws of motion.
● Explain, in basic terms, each of Newton’s three laws of motion.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Science Education Standards from the National Academy of Sciences
and the Project 2061 Benchmarks for Science Literacy by the American Association for the Advancement of
Science. The content has been aligned with the following educational standards and benchmarks from these
organizations.
● Understand Earth in the solar system.
● Understand energy in the Earth system.
● Understand the history of science.
● Understand historical perspectives.
● Understand the nature of scientific knowledge.
● Understand science as a human endeavor.
● Understand interactions of energy and matter.
● Understand motions and forces.
● Understand transfer of energy.
● Understandings about science and technology.
● Understandings about scientific inquiry.
● Understand science and technology in society.
● Understand change, constancy, and measurement.
● Understand evidence, models, and explanation.
● Understand that no matter who does science and mathematics or invents things, or when or where they do it,
the knowledge and technology that result can eventually become available to everyone in the world.
● Understand that a system may stay the same because nothing is happening, or because things are happening
but exactly counterbalance one another.
● Understand that symbolic equations can be used to summarize how the quantity of something changes over
time or in response to other changes.
● Understand that graphs and equations are useful (and often equivalent) ways for depicting and analyzing
patterns of change.
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● Understand that in many physical, biological, and social systems, changes in one direction tend to produce
opposing (but somewhat delayed) influences, leading to repetitive cycles of behavior.
● Understand that even in some very simple systems, it may not always be possible to predict accurately the
result of changing some part or connection.
● Understand that the motion of an object is always judged with respect to some other object or point and so
the idea of absolute motion or rest is misleading.
● Understand that people perceive that the earth is large and stationary and that all other objects in the sky
orbit around it. That perception was the basis for theories of how the universe is organized that prevailed for
over 2,000 years.
● Understand that telescopes reveal that there are many more stars in the night sky than are evident to the
unaided eye, that the surface of the moon has many craters and mountains, the sun has dark spots, and
Jupiter and some other planets have their own moons.
● Understand that Ptolemy, an Egyptian astronomer living in the second century A.D., devised a powerful mathematical model of the universe based on constant motion in perfect circles, and circles on circles. With this
model, he was able to predict the motions of the sun, moon, and stars, and even of the irregular “wandering
stars” now called planets.
● Understand that in the 16th century, a Polish astronomer named Copernicus suggested that all those same
motions could be explained by imagining that Earth was turning around once a day and orbiting around the
sun once a year. This explanation was rejected by nearly everyone because it violated common sense and
required the universe to be unbelievably large. Worse, it flew in the face of the belief, universally held at the
time, that Earth was at the center of the universe.
● Understand that Johannes Kepler, a German astronomer who lived at about the same time as Galileo, showed
mathematically that Copernicus’ idea of a sun-centered system worked well if uniform circular motion was
replaced with uneven (but predictable) motion along off-center ellipses.
● Understand that using the newly invented telescope to study the sky, Galileo made many discoveries that
supported the ideas of Copernicus. It was Galileo who found the moons of Jupiter, sunspots, craters and
mountains on the moon, and many more stars than were visible to the unaided eye.
● Understand that writing in Italian rather than in Latin (the language of scholars at the time), Galileo presented
arguments for and against the two main views of the universe in a way that favored the newer view. That
brought the issue to the educated people of the time and created political, religious, and scientific
controversy.
● Understand that Isaac Newton created a unified view of force and motion in which motion everywhere in the
universe can be explained by the same few rules. His mathematical analysis of gravitational force and motion
showed that planetary orbits had to be the very ellipses that Kepler had proposed two generations earlier.
● Understand that Newton’s system was based on the concepts of mass, force, and acceleration, his three laws
of motion relating them, and a physical law stating that the force of gravity between any two objects in the
universe depends only upon their masses and the distance between them.
● Understand that for several centuries, Newton’s science was accepted without major changes because it
explained so many different phenomena, could be used to predict many physical events (such as the appearance of Halley’s Comet), was mathematically sound, and had many practical applications.
● Understand that although overtaken in the 20th century by Einstein’s relativity theory, Newton’s ideas persist
and are widely used. Moreover, his influence has extended far beyond physics and astronomy, serving as
a model for other sciences and even raising philosophical questions about free will and the organization
of social systems.
● Understand that new ideas in science sometimes spring from unexpected findings, and they usually lead to
new investigations.
● Understand that scientists assume that the universe is a vast single system in which the basic rules are the
same everywhere. The rules may range from very simple to extremely complex, but scientists operate on
the belief that the rules can be discovered by careful, systematic study.
● Understand that some scientific knowledge is very old and yet is still applicable today.
● Understand that important contributions to the advancement of science, mathematics, and technology have
been made by different kinds of people, in different cultures, at different times.
● Understand that modern science is based on traditions of thought that came together in Europe about 500
years ago. People from all cultures now contribute to that tradition.
Reprinted with permission from National Science Education Standards © 1999 by the National Academy of Sciences, courtesy of the National
Academies Press, Washington, D.C.
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From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American
Association for the Advancement of Science. Used by permission of Oxford University Press, Inc. Please note: judgments about the alignment
of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the
opinion or endorsement of the AAAS or Oxford University Press, Inc.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National Standards for the
English Language Arts from the National Council of Teachers of English.
● Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
● Apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
● Use a variety of technological and information resources (e.g., libraries, databases, computer networks, video)
to gather and synthesize information and to create and communicate knowledge.
● Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of
the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace.
● Read a wide range of literature from many periods in many genres to build an understanding of the many
dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright
1996 by the International Reading Association and the National Council of Teachers of English.
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National Education
Technology Standards from the National Education Technology Standards Project, the International Society
for Technology in Education.
● Demonstrate proficiency in the use of technology.
● Demonstrate a sound understanding of the nature and operation of technology systems.
● Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal
pursuits, and productivity.
● Practice responsible use of technology systems, information, and software.
● Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
● Employ technology in the development of strategies for solving problems in the real world.
● Use technology resources for solving problems and making informed decisions.
● Use technology tools to enhance learning, increase productivity, and promote creativity.
● Evaluate and select new information resources and technological innovations based on the appropriateness
for specific tasks.
● Use technology to locate, evaluate, and collect information from a variety of sources.
The ISTE National Education Technology Standards Project standards are reprinted with permission.
PROGRAM OVERVIEW
Newton’s Laws of Motion is a concise video introduction to Newton’s laws, combining creative animation with
concise narration and a touch of humor. The program is designed to help viewers develop a basic understanding
of each law and how it works in the real world. A number of key physical science terms are introduced and
defined: motion, inertia, friction, force, mass, acceleration, and resistance. There’s also a brief introduction to
Isaac Newton and his contributions to the understanding of motion.
MAIN TOPICS
Topic 1: Overview of Newton’s Contributions to Science
This section provides a basic introduction to Newton’s laws of motion, as well as his early life and interests.
Topic 2: Newton’s First Law of Motion
Galileo’s revolutionary experiments with motion and inertia are observed as the viewer listens in on a reenactment of a conversation in his studio. Force, friction, and motion are explained, and the differences in their
activity on Earth and in space are examined using easy-to-understand examples.
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Topic 3: Newton’s Second Law of Motion
Newton’s second law of motion and the relationships between force, mass, acceleration, and the movement of
different objects are explained. Modern-day examples make this concept easy for students to grasp.
Topic 4: Newton’s Third Law of Motion
Newton’s third law of motion is presented in simple language, and with interesting examples. The easy-toremember visual examples will help viewers to remember that for every action there is an equal and opposite
reaction.
FAST FACTS
● Although Aristotle is considered to be one of the greatest thinkers in history, his use of intuitive reasoning
misled him when examining the motion of objects. He did not believe in confirming theories through
experiments when a theory seemed logical.
● Until the Middle Ages scientific thought held that Earth was the center of the universe, and that it was
stationary.
● Aristotle taught his pupils that heavy objects naturally existed on the ground, and that the reason the heavenly
bodies did not fall from the sky was because they were made up of a substance called ether, which was
lighter than Earth.
● Early Celtic people believed that heavenly bodies were not lighter than Earth and therefore would someday
fall out of the sky.
● Galileo was one of the first scientists to study the Moon and the stars with a telescope. His experiments laid
the groundwork for Isaac Newton to develop his three laws.
● Motion was separated into its horizontal and vertical components by Galileo, which helped him to explain why
Earth and other planets revolve around the Sun. This radical new perspective caused Galileo to be considered
a heretic by the Church.
● Galileo died in 1642, the year that Isaac Newton was born. His experiments laid the groundwork for Newton to
develop his Universal Law of Gravitation.
● In 1664, Isaac Newton proved that the orbits of the Moon and other planets were elliptical.
● Isaac Newton developed a theory of colors to explain that sunlight is a blend of different rays of color, and
that reflections and refractions cause colors to appear by separating the blend into its parts. He demonstrated
this by passing a beam of light through a prism to split the individual rays of color.
● Newton compared his scientific contribution to that of a young boy picking up a few shiny seashells on the
shore of a vast ocean.
VOCABULARY TERMS
acceleration: The rate of change in an object’s velocity over time.
atmosphere: All the air surrounding Earth.
force: An invisible push or pull on an object.
friction: The resistance to motion between things that touch.
inertia: The tendency for an object to remain at rest or continue in a fixed direction unless affected by an outside force.
mass: The measure of an object’s inertia.
motion: Movement.
natural philosopher: The term for a scientist in the 1600’s.
Newton’s First Law of Motion (Law of Inertia): An object at rest tends to stay at rest, and an object in
motion tends to stay in motion with the same speed and in the same direction, unless acted upon by an outside
force.
Newton’s Second Law of Motion: The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the
mass of the object.
Newton’s Third Law of Motion: For every action, there is an equal and opposite reaction.
reflection: Light, heat, or sound that has been thrown back or deflected.
refraction: The bending of a wave of light, heat, or sound.
resistance: A force that tends to oppose or retard motion.
subject: A person or thing that is studied or examined.
velocity: The rate of motion.
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PRE-PROGRAM DISCUSSION QUESTIONS
● What causes motion?
● What does it take to keep an object moving? Can a moving object continue moving, indefinitely, without a
motor or other outside assistance? Why or why not?
● What factors should a person consider when attempting to push a round object from one place to another?
Why?
● Are our observations always accurate?
● What are some of the dangers in relying on our own logical reasoning to explain natural occurrences?
Can you think of some examples of logical reasoning used and accepted in error?
POST-PROGRAM DISCUSSION QUESTIONS
● How does Newton’s first law regarding inertia apply to a pebble that has been kicked by a person walking?
Can you think of other examples of how his theory can be demonstrated?
● How can we measure the force of a baseball hit by a professional baseball player in a World Series game?
What about a pitch? How might the force change if the players were middle school baseball players?
Explain why.
● Think of some examples that apply Newton’s third law of motion. How can we use this third law to protect
our health and make our lives easier?
● How does Newton’s first law relate to objects in space?
● What causes a plant to grow upwards, against the force of gravity?
GROUP ACTIVITIES
Visit a Science Center
Visit a planetarium or air and space museum or science center. Observe and interact with the displays. Write a
paper in which you consider how the things you saw are connected to activities you do and things you observe
in your daily life. What exhibit did you find to be the most interesting? Did you feel inspired to pursue any aspect
of your visit as a hobby or for a career? What products in current use might be found in a museum or science
center 100 years from now?
Can We Demonstrate It?
As a group, design an experiment that shows the effect of each of Newton’s three laws of motion. Demonstrate
your examples and findings to the class.
INDIVIDUAL STUDENT PROJECTS
What Else Did Newton Do?
Using the library or Internet resources, research one of Newton’s other contributions to science. Prepare an oral
presentation and experiment for the class to share what you have learned. Be prepared to answer questions.
INTERNET ACTIVITIES
Where Did This Come From?
Choose a convenience that was not available to the general public in the United States 100 years ago. Using
your Internet skills, find out when this product was originally invented. Was this something that was created in a
short period of time, or were years of research and development involved? Write a research paper detailing the
development of this product or idea and the people involved. Who were the key contributors, and what inspired
them to pursue this idea? What stumbling blocks did they face? How was the product changed to overcome
these issues?
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ASSESSMENT QUESTIONS
Q: Sam went roller-skating at the local rink last week. Because he is a relatively new skater, he lost control, stumbled, and crashed into the wall at full speed. When he stood up, he noticed that the wooden railing had a
small dent where his head must have hit. Luckily, he was wearing a helmet, which also had a dent. Which one
of Newton’s three laws of motion explains the damage to the helmet and railing?
(a) Newton’s first law
(b) Newton’s second law
(c) Newton’s third law
(d) None of them. It was just an accident.
A: (c)
Feedback: Newton’s third law states that for every action there is an equal and opposite reaction, which
explains why Sam’s helmet and the wall were both damaged.
Q: In the 1600’s, scientists were called _____________.
A: natural philosophers
Feedback: Natural philosophers studied facts and made observations to find “truth.”
Q: Newton’s first law (the law of inertia) can be seen most dramatically in space because ____________.
(a) there is no gravity in space
(b) planets and objects are in orbit
(c) the heat from the sun increases the speed of an object
(d) all of the above
A: (b)
Feedback: Gravity exists everywhere, at varying degrees, even in space. Objects in orbit display a perfect
balance between inertia (forward movement) and gravity (vertical movement), causing a constant “tug-of-war”
which results in an elliptical orbit. On Earth, inertia is weaker than gravitational force, so objects will eventually
slow and come to a stop.
Q: Newton studied under Galileo, and upon Galileo’s death, built upon his work.
(True or False)
A: False
Feedback: Although he did build upon the work of Galileo, Newton never met Galileo. Newton was born in
1642, the same year that Galileo died.
Q: Which object will require the most force to move?
(a) A beach ball
(b) A baseball
(c) A bowling ball
(d) A soccer ball
A: (c)
Feedback: A bowling ball is the heaviest ball—it has the greatest mass—and therefore will require the greatest
amount of force to overcome its inertia, or cause it to move.
Q: Name two things that will create friction to stop an object in motion.
Answer/Feedback: Friction is caused by any two things that touch; such things may include atmosphere (air,
wind), water, ground, carpet.
Q: Which of the following items have mass?
(a) A feather
(b) A person
(c) Water
(d) All of the above
A: (d)
Feedback: All objects have mass.
Q: What is the definition of “force”?
A: Force is an invisible push or pull on an object
Feedback: Force is an integral part of Newton’s second law of motion, which states “The acceleration of an
object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction
as the net force, and inversely proportional to the mass of the object.”
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Q: Which of the following is exhibiting “inertia”?
(a) A rolling marble
(b) A stationary rock
(c) Both (a) and (b)
(d) Neither (a) nor (b)
A: (c)
Feedback: Inertia is the tendency for an object to remain at rest or continue moving in a fixed direction unless
affected by an outside force. These objects will continue in their present states until an outside force acts upon
them.
Q: Isaac Newton was born into a noble Irish family in the late 16th century. (True or False)
A: False
Feedback: Isaac Newton was born in 1642 to a poor English farm family.
ADDITIONAL RESOURCES
Eric Weisstein’s World of Science
http://scienceworld.wolfram.com
Scientific American
www.sciam.com
Popular Science
www.popsci.com
PhysOrg.com
www.physorg.com
PUBLICATIONS
The Next 50 Years: Science in the First Half of the Twenty-First Century by John Brockman, Vintage,
2002. ISBN: 0375713425
The Backyard Astronomer’s Guide by Terence Dickinson & Alan Dyer. Firefly Books. 2002. ISBN: 155209507X
Cosmic Adventures: Other Secrets Beyond the Night Sky by Bob Berman. Quill, 2000. ISBN: 0688172180
Air & Space Smithsonia, Smithsonian Institution Press. ASIN: B0007G2J3
Discover, Disney Magazine Publishing. ASIN: B00005N7PT
Scientific American, “Loop Quantum Gravity,” January 2004, Scientific American Publishing.
ASIN: B00005QDWG
Sky & Telescope, Sky Publishing Corporation. ASIN: B008BFWB
OTHER PRODUCTS
The Frontiers of Space: Mathematics During the Scientific Revolution
By the Scientific Revolution, great strides had been made in understanding the geometry of objects fixed in time
and space; the race was now on to discover the mathematics of objects in motion. In this program, Professor
Marcus du Sautoy investigates mathematical progress during the 17th, 18th, and 19th centuries in Europe. Topics
include the linking of algebra and geometry by René Descartes; the properties of prime numbers, discovered by
Pierre Fermat; Isaac Newton’s development of calculus; Leonhard Euler’s development of topology; the modular
arithmetic of Carl Friedrich Gauss; and the insights of Bernhard Riemann into the properties of objects. Original
Open University title: The Frontiers of Space. A part of the series The Story of Math. (59 minutes) © 2008
Order #: 40031, www.films.com, 1-800-257-5126
The Scientific Method: Processes and Investigations, CD-ROM, Cambridge Educational
This CD-ROM looks at the way in which scientists work in exploring new areas of knowledge or new aspects of
existing knowledge. It presents students with scenarios and sets of data, and challenges them to investigate for
themselves. The Scientific Method is highly interactive—the user plays an active and fun part in the learning
process rather than being a passive observer. Includes photographs, diagrams, animations, video, and audio.
Order #: 9131, www.cambridgeeducational.com,1-800-468-4227
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Forces and Motion
In New York City, there are many ways to travel. Of course, it’s a lot easier if you’re a bird. Using the Big Apple as
a living laboratory, this program addresses speed and distance using a pigeon, a taxi, and a tour boat. Additional
situations such as the deployment of a Mars rover, a zero-G flight in NASA’s Weightless Wonder, a walk on a
conveyor belt and a cruising aircraft carrier, and juggling on the Earth and around the Solar System provide
opportunities to study the mechanics of velocity and acceleration as well as contact forces and forces that act at
a distance. Vector algebra is demonstrated throughout. A viewable/printable instructor’s guide is available online.
A Films for the Humanities & Sciences Production. A part of the series Physics in Action. (24 minutes)
Order #: 39771, www.films.com, 1-800-257-5126
Planets, Stars, and Galaxies
Beginning with the history of astronomy (Ptolemy, Copernicus, Giordano Bruno, Galileo), this program considers
the mathematics of motion (velocity, acceleration); gravity (Kepler’s discoveries, Newton’s laws, center of gravity,
astronomical units); the properties of stars (parallax, flux, luminosity, color, Hertzsprung-Russell diagram);
relativity (Einstein’s theories, speed of light, space-time); and the large-scale structure of the universe (Big Bang,
Cosmological Principle, Hubble’s law). Humankind has come a long way in our understanding of the cosmos—
but we’re still only scratching the surface of astrophysics, with discoveries of incalculable value still waiting to
be made. A viewable/printable instructor’s guide is available online. A Films for the Humanities & Sciences
Production. A part of the series Physics in Action. (31 minutes) © 2010
Order #: 39772, www.films.com, 1-800-257-5126
Principles and Laws of Motion
To study and understand the motion of objects in space, students need to build a foundation of knowledge in a
wide variety of physical science phenomena. This program demonstrates typical mechanics situations common
to many physics courses, such as circular motion, projectile motion, straight line motion, and inclined plane
motion. Describing these motions in terms of forces and energy transfers, the video examines the topic of
motion using a series of large-scale, real-world examples. In the process, it deals with issues such as uncontrolled variables of nonuniform friction and subsequent energy loss. Each topic is illustrated through detailed
analysis, discussion, and visuals. Viewable/printable educational resources are available online.
(18 minutes) © 2008
Order #: 40307, www.films.com, 1-800-257-5126
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